Skip to Main Content
 

Global Search Box

 
 
 
 

Files

File List


osu1153482799.pdf (384.99 KB)

ETD Abstract Container

Abstract Header

Seeking for critical literacy: a case study on how middle childhood preservice teachers teach for critical literacy in the social studies

Johnson, Edric Clifford
http://rave.ohiolink.edu/etdc/view?acc_num=osu1153482799

Abstract Details

2006, Doctor of Philosophy, Ohio State University, Teaching and Learning.
This study looks at the development of critical literacy for three preservice teacher participants, relevant support systems and pedagogies, as well as their ability to develop and use critical literacy approaches in the middle childhood school social studies curriculum that helped raised their critical consciousness and skills as critically literate teachers. For the purpose of this study, the research question is: Given both field experience and a social studies method course, how do preservice teachers move beyond positions of cognitive internalizations of theory and practices of critical literacy toward transformative practices and commitments needed to guide them in their teaching? This study also considers how preservice teacher participants’ construct knowledge on critical literacy within the methods course and how outside factors have influenced their application. The participants started with their own literacy histories in order to began developing internalization and critical consciousness within the methods and field experience course. When they attempted to connect critical literacy into the field experience, the mentor teacher's support and knowing the students played an important role. Similar to all of the preservice teachers in the course, the participants had their own obstacles in the field experience. However, their critical awareness of the obstacles caused them to utilize their own problem posing situations as part of their learning. Throughout the course, the participants took social action by using some of the critical literacy approaches that were presented as instructional strategies in the methods course. However, the participants were still internalizing two essential components of critical pedagogy in their own teaching: problem posing and dialogue. They acknowledged the value of problem posing and dialogue in their own learning, but had some difficulty using these methods in their own teaching. One implication for teacher education is to promote social studies preservice teachers to compose lesson plans that are directly related to issues of race, gender, class, sexual orientation, disabilities, etc.
Cynthia Dillard (Advisor)
165 p.
social studies education; critical literacy; critical pedagogy; middle level education; teacher education

Recommended Citations

Citations

  • Johnson, E. C. (2006). Seeking for critical literacy: a case study on how middle childhood preservice teachers teach for critical literacy in the social studies [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1153482799

    APA Style (7th edition)

  • Johnson, Edric. Seeking for critical literacy: a case study on how middle childhood preservice teachers teach for critical literacy in the social studies. 2006. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1153482799.

    MLA Style (8th edition)

  • Johnson, Edric. "Seeking for critical literacy: a case study on how middle childhood preservice teachers teach for critical literacy in the social studies." Doctoral dissertation, Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1153482799

    Chicago Manual of Style (17th edition)

osu1153482799
2,223
© 2006, all rights reserved.
This open access ETD is published by The Ohio State University and OhioLINK.